Journal of Teacher Well-Being is a pioneering, peer-reviewed publication dedicated to exploring, documenting, analyzing, theorizing and creating from the growing notions, experiences, manifestations of and contestations on teacher well-being. It is published in cooperations with the Universitas Nahdlatul Ulama Surabaya, Indonesia and University of the Philippines Visayas. Teacher Well-Being is multidimensional and multifaceted. Teachers and those involved in the learning processes in the formal, alternative (or non-formal), and informal sectors, modes, and ecologies of education are vital agents and components in any institution of learning or learning organizations. Recognizing the intricate interplay of various forces and voices, movements, thoughts, policies, and trends, that form the undercurrent or influence teacher well-being, this positions itself as an outlet and space for scholarship and reports, perspectives and experiences, and incisive analyses and creative outputs that attempt to capture and make sense of the diverse notions and manifestations that circulate and emerge out of the conversations and actions involving teacher well-being. Journal of Teacher Well-Being Aims to: (a) Promote understanding of the factors that contribute to teacher well-being, personal growth, and professional development. (b) Explore innovative strategies for supporting teacher development, achieving work-life balance, and advancing career pathways. (c) Highlight the role of policy, evaluation, and supervision in shaping supportive educational environments that enhance teacher effectiveness and satisfaction. (d) Encourage evidence-based practices that foster teacher leadership, mentorship, and sustainable career progression. (e) Contribute to global discussions on teacher retention, professional development programs, and lifelong learning in diverse educational contexts. (f) Examine the adaptability and evolving role of teachers in response to technological advancements and generational shifts.